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Registration  

Schedule at a Glance 

Hotel and Travel 

What You'll Find at the NAGC Convention 

Pre-Convention Events 

General Sessions and Mini-Keynotes 

Network Events 

Exhibit Info 

FAQs 

All About New Orleans 

CEU and Graduate Credit Info 

NAGC Live Learning Center/Itinerary Planner 

Parent Day 

Virtual Convention 

NAGC 2011 Convention Content

The Strands

--Arts     
--Computers & Technology
--Conceptual Foundations          
--Counseling & Guidance
--Creativity         
--Curriculum Studies
--Early Childhood           
--Global Awareness
--Math & Science
--Middle Grades
--Parent & Community   
--Professional Development
--Research and Evaluation          
--Special Populations
--Special Schools & Programs

350+ content-rich sessions in 15 strands 

The NAGC Networks identify and select the most timely and relevant proposal submissions for the convention strands. Together these 15 strands comprise the focal point for the year. In tandem with general sessions, mini-keynotes, the Signature Series, poster sessions, and exhibitor workshops, the strands provide you an opportunity to brush up on a little-known subject area, or reinforce your skills and knowledge in another. Each session in each strand is open to all attendees, and no session pre-registration is necessary.

Within each strand you will find practical “take-away” tools and classroom resources, along with research and bibliographies.

drumInformation on CEUs and Graduate Credits will be available soon.

Who comes to an NAGC Convention? Check out these audience or topic-specific flyers

 


What’s New in New Orleans

Pre-Convention

  • Gifted Education Essentials: Your Toolkit for Delivering Successful Programs and Services
    • A practical overview of what constitutes quality programs and services for gifted students within the framework of the revised Pre-K-12 Gifted Education Programming Standards from NAGC.
    • Ideal for the general education teacher or graduate student, or gifted education coordinator.
    • At the closing general session take advantage of a rare opportunity to hear from and interact with leaders in gifted education as they share candid observations about the field and their personal learning experiences in “Leadership and Life Lessons from the Field.”
  • Action Labs now on Wednesday
    • Choose from offerings that range from wetlands to Warhols as you head out of the Hilton for an experiential learning opportunity that will broaden your perspective and give you ideas to use back home.
  • Gifted Education Applications in the Classroom: Critical Issues and Models for Delivering Successful Programs and Services
    • A more in-depth examination of gifted education applications in your area of expertise on Thursday.

NAGC Learning “Quarter”
We have created a destination at the Hilton for a new spin on learning and networking. Open conversation. Jam Sessions. Hands-on demos. Roundtable discussions. Consider it your neighborhood where you will connect and collaborate with other attendees.

Celebrations Galore
We “kicked it up a notch” for the NAGC Awards Ceremony and Presidential Address that takes place on Thursday evening. We added performances by Louisiana gifted and talented educators and students and made it a spicy event, worthy of our location! It’s our Celebration of Excellence.
And we'll take you to Mardi Gras World on Saturday evening for our Crescent City Celebration that includes E. Paul Torrance Lecture and reception at Mardi Gras World. Bam!


2011 Signature Sessions         Incisive. In-depth. Invited Presentations.

Paula OKAs your convention program chair, I worked with the Program Committee to make certain that the convention content is balanced, relevant, and yes, innovative. The Signature Series sessions are invited sessions that are timely, tone setting, and incorporate the big picture in the field. I extend my sincere appreciation to those who have accepted the invitation to contribute their knowledge and expertise.

 

Paula Olszewski-Kubilius
Center for Talent Development, Northwestern University, Evanston, IL

Redefining Giftedness for a New Century: Shifting the Paradigm
Paula Olszewski-Kubilius, Northwestern University, Evanston, IL; Jim Gallagher, University of North Carolina at Chapel Hill, Chapel Hill, NC; Laurence J. Coleman, University of Toledo, Toledo, OH; Kristie Speirs Neumeister, Ball State University, Muncie, IN; James Webb, Great Potential Press, Scottsdale, AZ

In October 2008, Del Siegle, then President of NAGC, appointed a workgroup to update, define, and refine the generic terminology of gifted education and giftedness—no small undertaking. Over the following 18 months, this workgroup of 15 experienced persons developed a new definition of giftedness that was approved as a formal Position Paper by the NAGC Board of Directors in March 2010. In this session, committee members will discuss this redefinition and likely implications for the field of gifted and talented education. In this session, committee members will unpack the component parts of the definition and discuss their relevance for the field in terms of identifying,serving, and advocating for gifted learners.

Common Core State Standards and Smarter Balanced Consortium: Implications for Gifted Education
Elissa Brown, North Carolina Dept. of Public Instruction, Raleigh, NC; Geoff Coltrane, James B. Hunt, Jr. Institute for Educational Leadership and Policy, Durham, NC

The “Common Core” Standards are here to stay and implementation is moving quickly. Just what are the implications for gifted education? These standards, a state-led effort developed in collaboration with teachers, school administrators, and experts, provide a clear and consistent framework to prepare students for college and the workforce. At the same time, this national assessment consortium intends to build a system of assessments so that all students will know their progress toward college and career readiness. Attend and learn how gifted education content, instruction, program delivery, assessment and accountability will be shaped differently in this new world.

The 21st Century Learner: Implications for Gifted Education
Richard Cash, Bloomington Public Schools, Bloomington, MN

It’s no longer enough to be smart, talented, and knowledgeable. For gifted students to be well-prepared for success in this century, they must be well-versed in new ways of thinking and learning. Today’s classroom must be designed not to “fill up” students with existing knowledge, but rather to increase their ability to learn independently and to produce new knowledge. This requires teachers of the gifted to possess substantial skills not only in differentiating curriculum and instruction, but also in laying the very foundations of thinking—critical reasoning, creative idea generation, problem finding and solving, decision making. Strategies like critical reasoning, creative idea generation, problem finding and solving, and decision making get students to “think to learn” and “learn to think.” This session will introduce 21st century thinking and learning skills essential for the future success of gifted learners and provide ready-to-use techniques for developing student thinking and ways to encourage gifted students to be more autonomous in their own learning.

Common Ground for Maximizing High Potential: Psychology, Neuroscience, and Education
Ann Robinson, University of Arkansas at Little Rock, Little Rock, AR; Rena Subotnik, American Psychological Association, Washington, DC; Carolyn Callahan, University of Virginia, Charlottesville, VA; Nancy Robinson, University of Washington, Seattle, WA; Pamela Clinkenbeard, University of Wisconsin-Whitewater, Whitewater, WI

How can we use the insights gained from Malleable Minds, a collaborative project of the National Association for Gifted Children, the American Psychological Association, the NRC/G/T and the U.S. Department of Education? By bringing together psychologists studying beliefs about ability, neuroscientists investigating brain plasticity, selective attention, executive functioning, and memory, and educators committed to developing high potential, we have found connections, directions, and common ground. Drawing on research, translations to gifted and talented education, and engaging studies of classrooms and schools, an interactive panel of experts explores answers and questions about the development of talents.

Successful Strategies for Underserved Gifted Students
Jaime A. Castellano, Ganado Unified School District, Ganado, AZ; Norma Hernandez, Nilda Aguirre, Baton Rouge, LA

Throughout the United States, classrooms are filled with gifted students who are underserved and who have academic gaps that may prevent them from reaching their maximum potential. Many of them are low-income, culturally and linguistically diverse, twice-exceptional, or have non-traditional learning styles. As educational and instructional leaders in gifted and talented education, how do we accommodate these students? What strategies help fill these gaps? This session will help answer these questions through “live demonstrations” of strategies that engage, motivate, and are connected to a gifted student’s sense of competition. Many of these strategies do not cost a penny and are created using materials and supplies routinely found in classrooms and schools. If you work with such students as a parent, teacher, mentor, consultant, assistant, or administrator, this is a must-attend session.

Best Practices in Using Standardized Tests to Identify Talent among Low-Income and ELL Children
David Lohman, University of Iowa, Iowa City, IA

Effective talent identification requires measuring both the general and specific aptitudes needed for rapid learning in particular academic domains. Nonverbal tests help measure general abilities but not the specific aptitudes and other personal characteristics needed to excel academically. A simple but highly effective way to consider both general and specific aptitudes is to use local and subgroup norms. Thus, one measures similar abilities and achievements for all children but then uses local or subgroups norms to better account for differences in opportunity to learn. Such norms are easy to compute using a spreadsheet to identify academic talent in all children.

To Group or Not to Group? That is the Question
Lannie Kanevsky, Simon Fraser University, Bellingham, WA; Bruce Shore, McGill University, Montreal, QC, Canada; Karen Rogers, University of St. Thomas, Minneapolis, MN

Do gifted students learn better when they work on their own or in groups? When do they prefer to work alone or with others? Which is best: full-time grouping, cluster grouping, or mixed-ability classes? Drs. Rogers, Shore, and Kanevsky present their research findings related to these questions as well as tapping into the years of investigations surrounding this controversy. The answers to these questions have important classroom implications for teaching bright students and for managing collaborative and peer instruction. There’s no doubt a lively discussion among the panelists and attendees will ensue.

Our Sputnik Moment
Susan Rakow, Cleveland State University, Cleveland, OH

Today’s middle grades students face similar critical moments in their lives as did their predecessors. But sadly, not much has changed in the schools they attend. Digital natives, their use of new technologies is as natural to them as radio and records were to many of us. Diverse populations of gifted learners remain under-identified and underserved in the middle grades. The emphasis on STEM as a key component of global competitiveness must begin in middle school - but how? This session will explore these key issues and potential solutions including programming structures, acceleration, service learning, subject area strategies, and the role of summer and co-curricular programming. Creativity and the will to step out of our comfort zones will help us seize this moment and inspire middle grades students to contribute to the greatness of our nation and the larger global community.

Are Response to Intervention and Gifted Education Compatible? A Dialogue in Four Parts
Laurence J. Coleman, University of Toledo, Toledo, OH; Mary Ruth Coleman, University of North Carolina at Chapel Hill, Chapel Hill, NC; Susan Johnsen, Baylor University, Waco, TX; W. Thomas Southern, Miami University of Ohio, Oxford, OH

As the RtI model becomes more common in districts across the country, educators and advocates are asking whether and how to use RtI for gifted students. The four presenters have discovered that they have divergent and harmonizing thoughts about the melding of RtI and gifted education. The models appear like-minded, but are they? Are their means and goals compatible ... or irreconcilable? Join advocates in a dialogue about the philosophical, historical, conceptual, and practical issues associated with RtI and gifted education models.

Signature Series Welcomes Award Winners Fresh off the Stage:

  • The NAGC Administrator of the Year
  • The NAGC Distinguished Scholar
  • The NAGC Early Scholar
  • The NAGC Distinguished Service Award Winner